I/O Psychology for Veterans

It is apparent that the concept of motivation is a fairly new concept, as it pertains to social sciences and behavior. With education being an intricate part of one’s developing, becoming more competent in what motivates students would clearly be paramount for the field. Sub sequentially one must explore the historical foundations, implications, and theories of motivation. The theory of motivation traces as far back as Ancient Greece.??

As time has progressed, psychology has correlated many theoretical foundations in order to explain motivation. These theories include the psychoanalytic theory of Freud; Hull’s learning theory, and Lewin’s field theoretical approach. During such transformations, motivation took the stance of implying how “motivational forces transmit their energy outside of awareness, establishing a state of balance or equilibrium (referred to as arousal reduction, self-preservation, or need satisfaction)” (Gollwitzer & Oettingen, 2001). Such implications would seem to insinuate that one’s response to stimuli is instinctual. Others associated motivation with expectancy-value theories. Such implications make the assumption that “people choose goals in a rational way, based on the comprehensive knowledge of the probability of goal attainment and the goal's expected value. It is proposed that the subjective probability of success and the incentive value of having performed a task” (Gollwitzer & Oettingen, 2001).??

In recent history, Bandura has made a great deal of progress when trying to elaborate on the concept of motivation. “Bandura's (1997) self-efficacy theory, self-efficacious individuals hold the firm belief that they possess the potential to execute (i.e., control) the kinds of behaviors that a given task demands” (Gollwitzer & Oettingen, 2001). Consequently, people are driven by the kind of individual they perceive themselves as. “People acquire such beliefs by reflecting on their own relevant past behaviors, observing the behavior of similar others, being evaluated by significant others (e.g., teachers), and observing their own physiological reactions when challenged by a given task” (Gollwitzer & Oettingen, 2001).?

“Research on motivation has recognized early on that motivation can only be one of the many causes of behavior, and this extends to the causation of affect and cognition as well” (Gollwitzer & Oettingen, 2001). The way one responds to stimuli could be a determining factor when trying to assess their level of motivation towards the subject at hand. Such an implication has been closely associated with learning theory. “Motivational processes as such (assumed to be rooted in general drive or arousal states) do not necessarily control or guide specific forms of behavior but may at times invigorate innate or learned associative tendencies” (Gollwitzer & Oettingen, 2001). One’s behavior in the classroom would appear to mirror those learned behavior and/or associative tendencies learned in their natural environment. “Thoughts, feelings, and actions are often characterized as guided, directed, goal-orientated, persistent, or purposive. Such qualities relate to making choices, but also short-term or long-term efforts in implementing the choices made” (Gollwitzer & Oettingen, 2001).?

From a learning perspective, I believe that the instructor must be upfront with their expectations and enable learners to formulate goals. Such goals should be established on a team level and an individual level. At the beginning of the class, implementing an evaluation of the learners’ competency level would also enable instructors and learners to formulate realistic goals. Once goals have been formulated, then learners and instructors could establish rapport. It should also be noted that the instructor must provide instruction with empathy. Empathetic instruction would encompass their reasoning behind being the leader of the group, which should be verbalized in each and every interaction. This would also facilitate open communication. Such implications would establish a process and facilitate a positive learning environment. Since rapport would have been established, then the group can focus at the task at hand. An example of this can be seen with online learners. It seems safe to assume that such?learners are highly motivated because they are learning in their ideal environment and/or working directly in the field.?It seems apparent that such assumptions?would be closely aligned with Bandura’s social learning theory.??

References?

Gollwitzer, P.M. & Oettingen, G. (2001). Motivation: History of the Concept. International Encyclopedia of the Social & Behavioral Sciences. (15), 10109-10112. Retrieved from: https://www.psych.nyu.edu/oettingen/Gollwitzer,%20P.%20M.,%20&%20Oettingen,%20G.%20(2002).%20Motivation.pdf?